Chapter 5 Chapter 5 offers and discusses my conclusive findings. This chapter also provides brief recommendations of the steps forward and what can be done to improve educators’ knowledge
2.9 Strategies that can be used to accommodate learners with ADHD in the classroom .1. The educator
27 ability to develop instructional and behavioural plans for children with ADHD and they experience high levels of stress when they have to teach learners with ADHD (Ibid.). When an educator experiences stress in the presence of a particular learner, it results in a negative learner- educator relationship that will adversely impact the academic performance of the learner and the educator’s ability to teach effectively. According to Martinusse et al. (2006), if the educator is knowledgeable about dealing with learners with ADHD, it will result in a positive classroom environment that will in turn ensure improved academic performance.
Educators with adequate knowledge of ADHD have confidence and experience low stress levels when working with learners with ADHD (Ibid.). Educators’ knowledge of ADHD has been found to be significantly related to how they teach in the classroom. For example, educators who are knowledgeable about ADHD use more positive instructional teaching strategies in the classroom compared to educators who lack knowledge of ADHD (Ibid.). This strengthens the call for educators to receive training on ADHD to ensure effective classroom management and to promote support for learners affected by ADHD.
The literature clearly revealed a lack of knowledge and understanding of ADHD amongst educators. It was also clear that educators are not sufficiently trained to understand ADHD during their initial teaching training program as well as during their practicing years. It may thus be argued that most of the knowledge that educators have regarding ADHD is derived from their experiences of working with learners that have ADHD.
Bekle (2004) states that, although there is no cure for ADHD, a combined treatment of medication and behavioural therapy can help the learner succeed in school. Educators therefore need to be well informed about the disorder in order to work together with the parent/s to develop an effective behavioural management solution. Educators should have realistic and factual information about ADHD. Bekle (2004) adds that educators’ attitude towards learners with ADHD relates directly to learner success; likewise, educator knowledge of ADHD and appropriate teaching practices influence teaching performance, educator expectation, and learner achievement.
2.9 Strategies that can be used to accommodate learners with ADHD in the classroom
28 provide opportunities for the educator to observe the child or young adult in an educational setting over a period of time. The educator is then able to reach conclusions about learners’ strengths and the challenges they experience in their academic, social and behavioural spheres. Wheeler (2010, p. 26) states that “educators are in the best position to compare the child’s academic progress and behaviour with his or her peers”. The educator thus plays a vital role in the life of a learner with ADHD. Ingersoll (1998) refers to this relationship as follows:
“The most effective educators of ADHD children understand that their relationship with the child is the single most powerful agent of change available to them. The educator’s tolerance level and skill in working with children who march to a different drum are critical factors in how well the ADHD child behaves in her [or his] classroom.”
It is the role of the educator to set the tone and style in the classroom. Therefore, to ensure a positive learning environment that is conducive to an effective teaching and learning experience for all learners − especially learners with ADHD − the educator must offer support. The educator can provide support by enforcing inclusive education measures in the classroom.
2.9.2. The classroom
According to the South African Education White Paper 6 (Department of Education, 2001), inclusive education is about acknowledging that all children and youths can learn and that they all need support. It is about accepting and respecting the fact that all learners are different and that they have different learning needs. Inclusive education enables education structures, systems and learning methodologies to meet the needs of all learners and should encourage the change of attitudes, behaviours, teaching methodologies, curricula and the teaching and learning environment to meet the needs of all learners despite their differences. Education White Paper 6 further highlights that some learners may require more intensive and specialized forms of support to be able to develop to their full potential. Moreover, there are structures in place that will assist educators to ensure that they are instrumental in this process (Ibid.).
Inclusive education is collaboration between regular and special educators to introduce new teaching methods into the general education setting. Every child comes to school with a unique set of gifts and talents that they can contribute to the group of learners in a classroom. Inclusive education allows schools to recognize these gifts and to value each individual, including those learners with ADHD. Inclusive schools welcome all learners regardless of ethnicity, culture, economic status, learning style or ability. “Although it takes a lot of vision, teamwork, flexibility,
29 training and planning for inclusive education to be effective in the classroom, the rewards are great and every learner benefits when the main focus is on inclusion” (Thousand & Villa, 2000, p. 6). Therefore, inclusive education can be used to develop classrooms where children with ADHD can are supported. For educators to create an environment conducive to successful learning for learners with ADHD, it is important that they have a sound knowledge of the nature of ADHD and the skills to manage ADHD-type behaviour in the classroom (Yarde-Leavett, 2018). A South African research by Sciutto and Bender (2000) concluded that teachers’
knowledge of ADHD is significantly low.
It is important that educators seek support when they lack the knowledge to work with learners who experience difficulties in learning, such as those with ADHD. Educators should work together with other members of the staff as well as relevant community members or structures to meet the needs of all learners. According to Booth and Ainscow (2002, p. 3),
“…teaching is about learning, it is learning about our learners, it is learning about what works. It acknowledges that teaching is a part of an interactive process where learners and their educator explore the world around us in order to make sense out of it.”
Therefore, educators should seek the necessary help that they require to be able to provide an inclusive classroom environment to cater for learners with ADHD.
There are various effective intervention strategies that educators can use within the teaching and learning process to accommodate learners with ADHD in the classroom. According to Barkley (2000), to enhance education at school when working with learners with ADHD, educators must ensure that all rules and instructions are clear, brief and possibly physical. This can be done in the form of charts or other visual reminders. The educator must also allow the learner to repeat the instructions out loud so that he or she will be able to follow through on the activity.
Barkley (2000) states that the educator must be well organized, systematic and well planned when enforcing rewards, punishment and feedback. This is very effective when done swiftly and immediately. To ensure that the child follows rules and instructions, there must be frequent feedback and any consequences must be explained to the child. Barkley (2000) further states that children with ADHD are less sensitive to social praise and reprimands, so the consequences for good or bad behaviour must be more powerful than those needed to manage the behaviour of learners without ADHD. The educator must ensure that the rewards and incentives are put into place before the punishment so that the learner does not see school as a negative place. The
30 rewards and incentives should also be much more gratifying than the punishment so that positive behaviour is promoted (Barkley, 2000). The rewards should also change frequently as children with ADHD become bored easily. Barkley (2000) claims that many educators tend to give up on the reward system because they think it is not working on learners with ADHD; however, this is because the learner with ADHD loses interest in the reward much faster than learners without ADHD. For effectiveness, educators that have learners with ADHD in their classrooms must be able to be creative and to plan ahead. This is the only way to ensure that the learner stays focused and intrigued (Barkley, 2000).
According to Ingersoll (1998), the educator must ensure that the learner that has ADHD must never be seated by the door, as this will cause a lot of distraction and inattention. The learner should be placed near the educator’s table or next to a positive role model. The view from the learner’s desk should be focused on the chalkboard. The educator must ensure that the classroom is well structured and well organized. Ingersoll (1998) further states that, because learners with ADHD cannot organize themselves, the educator must take on this responsibility to ensure that the classroom is well organized and to teach the learner about organization. The learner that has ADHD is more alert and attentive in the mornings and their attention wanes over the course of the day, therefore Ingersoll (1998) suggests that the most challenging and demanding academic tasks, such as tests and assignments, should be given in the morning.
2.9.3. The learner
According to Ingersoll (1998), research has revealed that learners with ADHD have an attention bias towards novelty; therefore, their attention is easily captured by novelty and movement. They are attracted to anything new or different, but lose attention very easily in anything that is repetitious or familiar. Therefore, in order for the educator to meet the needs of a learner with ADHD for novelty, tasks should be brief, varied, and with immediate feedback for accuracy.
Learners with ADHD also have a need for physical activity. They find it difficult to sit quietly and passively for long periods of time. Ingersoll (1998) adds that learners with ADHD do much better in the classroom when they are provided with frequent breaks for physical activit y and when they are able to work in a position other than being seated. The educator should never keep a child that has ADHD in for detention as they need to be outside during their breaks as they need even more opportunities for movement than other children. The educator must be aware that learners with ADHD are very fidgety and should provide small objects for them to fiddle with while listening to instructions, as this is beneficial to the learner and will help them pay attention.
31 This is because the learner with ADHD benefits more from any kind of active participation than from passively listening or reading. Therefore, learners with ADHD should be encouraged to underline or highlight as they read, make notes in margins, turn over flash cards, or in any way interact with the material to be learned (Ingersoll, 1998).
According to Schultz (2011), group work can be helpful when working with learners with ADHD.
Group work provides the opportunity for brief, goal directed social interactions that the educator is able to monitor and guide. It assists learners with ADHD who tend to respond impulsively, which derails social relationships. Schultz (2011) further states that group work increases information trading which promotes interdependence and allows an anxious child a chance to rehearse a response before presenting it to the educator. Rief (2005) claims that in order to effectively manage a classroom with learners that have ADHD, the educator must provide engaging, meaningful, high-interest learning activities. Rief (2005) further claims that educators must provide differentiated instruction and pacing to avoid frustration or boredom. Rief (2005) adds that lessons must be well planned and the class periods must have little lag time. The learners should never be unoccupied or wait to find out what they are expected to do next. The educator must ensure that the lesson is planned from the beginning to the end. The educator must also build positive relationships and rapport with the learners affected by ADHD. The educator must be understanding, flexible and patient with all learners, especially learners with ADHD.
2.9.4. The lesson
Based on some of the intervention strategies discussed above, it is crucial that educators are not only familiar with different behavioural strategies and interventions, but also with the methods of academic instruction that are appropriate for learners with ADHD. Bekle (2004) adds that educators’ teaching style should involve positive academic expectations, clarity in giving directions, acceptance, patience, consistency and firmness as educators themselves can directly influence learners’ progress. Bekle (2004) further states that educators’ attitudes and knowledge of ADHD can influence classroom practices, which will affect the performance of learners with ADHD. Therefore, educators need to be knowledgeable about ADHD to provide effective intervention strategies to accommodate learners with ADHD in the general education classroom.
ADHD is a prevailing problem not only in all schools, but particularly in rural schools where it needs to be addressed as a matter of urgency. The literature clearly suggests that many educators lack knowledge and understanding of ADHD and that, without being educated about this disorder, educators will not be able to create a positive classroom environment for learners with ADHD.
32 This lack of an environment that supports learners with ADHD naturally affects their ability to learn and to develop social and other skills that they will need in the world of work. Educators thus need to gain knowledge and understanding of ADHD in order to be able to administer behavioural modifications to promote teaching and learning strategies involving learners with ADHD. This is particularly important for schools in rural contexts. Therefore, because there was a dearth of literature on ADHD in rural schools, this research was prompted by the quest to create awareness about the disorder in order to encourage educators to seek assistance from school management teams, members of staff, other members of the community and current literature to gain knowledge and understanding of ADHD.